Rate of rate of hydrochloric acid and mange essays

Rate of rate of hydrochloric acid and mange essays Rate of rate of hydrochloric acid and mangesium ribbon In the reaction between hydrochloric acid and magnesium ribbon, the hydrochloric acid will dissolve the magnesium and produce hydrogen gas. All chemical reactions involve reactants which when mixed may cause a chemical reaction which will make products. In my case the reactants are hydrochloric acid and magnesium ribbon. The chemical reaction takes place when the magnesium ribbon is dropped into the hydrochloric acid. The products that are formed during this reaction are hydrogen gas and magnesium chloride. The formula equation for this experiment is: Magnesium + Hydrochloric acid (r) Magnesium Chloride + Hydrogen ( s ) ( aq ) ( aq ) ( g ) Magnesium will react with hydrochloric acid, because it is higher in the reactivity series that hydrogen. When the two chemicals react a displacement reaction will take place and the magnesium will displace the hydrogen in the hydrochloric acid forming magnesium chloride and hydrogen gas. Li (lithium) all to dangerous to react with a strong acid Zn (zinc) these metals will react with hydrochloric acid as they Fe (iron) they are higher in the reactivity series than hydrogen Sn (tin) and so a displacement reaction will take place Hg (mercury) none of these metals will react with hydrochloric Ag (silver) acid as they are all lower in the reactivity series than Al (gold) hydrogen, therefore a displacement reaction will not happen Depending on certain factors the rate that this reaction will take place will either increase or decrease. The factors that may affect the rate of reaction are as follows: Temperature of the Hydrochloric Acid Mass of the magnesium ribbon used Concentration of the Hydrochloric acid Surface area of the magnesium ribbon used All of these factors will change the rate of reaction because of the Collisi...

How to Offer Things in English as a Second Language

How to Offer Things in English as a Second Language Offering things in English is essential whenever you want to be polite, have guests at your home, or even organize a work event. The phrases below cover both how to offer various items to your guests, as well as how to accept offers graciously. Learn to use these phrases so that you can offer and accept things graciously and in a socially appropriate manner. Offering Phrases Its common to use phrases such as would you like and modal forms such as Can I or May I  to offer something. Here are some of the most important phrases used to offer something: Can I get you some...?Would you like some...?May I offer you some...?Would you like me to get you some...? Some mini-dialogues containing these asking phrases might be: Bob: Can I get you something to drink?Mary: Yes, that would be nice. Thank you.Jack: May I offer you some tea?Doug: Thank you.Alex: Would you like some lemonade?Susan: That would be nice. Thanks for offering. Always use some words when offering someone something. Informal Use these phrases when offering something in an everyday situation: How about some...?What about some...?What do you say about some...?Are you up for some...? Mini-dialogues  containing offering phrases in informal situations would be: Dan: What about something to drink?Helga: Sure, do you have any scotch?Judy: Are you up for some dinner?Zina: Hey, thanks. Whats on the menu?Keith: What do you say about going bowling?Bob:  That sounds like a good idea! Accepting Offers Accepting offers is just as important, or even more important, than offering things. Make sure to thank your host. If you dont want to accept an offer, politely refuse. Offering an excuse is also a good idea in order not to offend your host. The following phrases are commonly used when accepting offers: Thank you.Id love to.Id love some.That would be nice.Thank you. Id like... Some examples of accepting phrases include: Frank: May I get you something to drink?Kevin: Thank you. Id like a cup of coffee.Linda: Would you like me to get you some food?Evan: That would be nice. Thank you.Homer: May I offer you something to drink?Bart: Thank you. Id like a soda. Politely Refusing Offers Sometimes its necessary to politely refuse an offer even if its a kind one. In such cases, use these phrases to politely refuse offers. Provide a reason why you want to refuse an offer rather than just saying no.   Thank you, but...Thats very kind. Unfortunately, I...Id like to, but... Examples of using polite refusals in dialogue include: Jane: Would you like some cookies?David: Thank you, but Im on a diet.Allison: How about a cup of tea?Pat: Id like to have a cup of tea. Unfortunately, Im late for a meeting. Can I take a rain check?Avram: How about some wine?Tom: No thank you. Im watching my weight.

Dannon Company Research Paper Example | Topics and Well Written Essays - 1500 words

Dannon Company - Research Paper Example Dannon has since become the yoghurt founding company in America. Dannon is one of the leading producers of beverages, packaged foods and top selling yoghurt brands globally. The main value of the company is Health and Nutrition. The mission of the company is towards the provision of health through the food supply to the largest number of people possible (Dannon’s CSR 2009 Overview). The vision of the company is health for all people. The company is always looking for different ways of encouraging people to eat healthier and delightful tasting dairy products. Dannon produces and sells over 100 different products across the globe which varies in different sizes, styles and flavors of cultured dairy products. Transparency 1. Level of public disclosure. The company has a high level of public disclosure. That is, Dannon Company makes the information about its company public and makes it open to investors and shareholders. In every financial year, the company makes public its CSR re port, events and all annual reports. The company gives a press release of all activities taking place including company awards and all nutrition grants. All this is done with the aim of enhancing investor and shareholder confidence on the company. 2. Responsibility for environment/sustainable development. Dannon Company engages in Corporate Social Responsibility activities. ... nt, company has also increased its health and nutrition and nature of its produces which include packaging, energy consumption and manufacturing (Dannon’s CSR 2009 Overview). The company has also cut by 10% on its overall carbon footprint during the 2009 financial year. As part of its responsibility towards sustainable development, Dannon Company helps people in making informed food choices in order to improve their health and nutrition. Dannon Company also supports initiatives which encourage nutrition education, supports research and education which help in exploration of the relationship between better health and nutrition. To Dannon Company, its responsibility goes beyond the usual business of just producing yogurt products as it the company’s privilege to be an active partner in the provision of families with information and tools required for health lives. Dannon Company is committed to three core values in its corporate social responsibility activities, and they include health and nutrition, nature and people. The company is highly committed in the production of those products which are quite useful to the consumer (Laszlo, 2003). The company strives to makes nutritious products, engages families and children at the community level, and makes use of Dannon Next Generation Nutrition to help children in understanding the usefulness of healthy eating habits. The company also limits the kind of products to advertise to children and engages in childhood nutrition education programs. When it comes to nature, the company is highly committed to environmental sustainability as it has been saving on its carbon foot print, has reduced the quantity of its primary packaging and also saves fuel by re-inventing different ways of making energy saving bottles and cups. The

Ethical Dilemma Essay Example | Topics and Well Written Essays - 1500 words

Ethical Dilemma - Essay Example In order to carry out ethical teaching in class, the teachers might face ethical dilemmas often. Ethical dilemma is known to be the complex situation in which one might get when he has a mental conflict between moral essentials in which it is known that the choice of one may result in disobeying the other. They are also known as moral dilemmas and in these cases, societal and personal ethical guidelines may not provide any satisfactory outcome (Garber, 2008). Ethical dilemmas and moral situations can often arise in situations where one person can not take a moral decision and is bound to take a decision that does not fit in the ethical boundaries in one way or the other. Such situations may have many similarities and are at many times considered to be analogous (Carr, 1999). An experience I had that shows the similarities between the ethical dilemma and a moral situation is during my internship when I observed a situation in class where the teacher was in an ethical dilemma. The situ ation can be called as a moral situation and an ethical dilemma, as in both the cases, the teacher was bound to take a decision that did not fit into the moral principles and the professional ethics of education. In the situation, James was a classroom teacher of the ninth grade. His homework policy was that the homework would be given to take home on Friday and the students must bring it back and submit it on the following Thursday. He continuously emphasizes that it is the students’ choice to do it or not, but in case the homework is not completed and handed in on Friday, they will have to serve detention during one period of recess. Raoul was an excellent student in his class who always finished his work on time and correctly. He was a sensitive and dedicated student who strived hard to please the teacher. One Wednesday, Raoul gets sick and out of school, moreover the following day which was a Thursday, he forgot to bring his homework to class. This was the first time Raou l did not have his homework. James was sure that he had done his work and forgot to bring it. Raoul could get a day’s extension for being sick. And James also knew that the thought of serving detention was devastating for Raoul. However, James had to decide whether to follow the rule and have Raoul serve the detention, or make an exception based on the fact that Raoul has been sick and his routine is disrupted. This situation can very well be executed as a moral situation as well as an ethical dilemma. James is the teacher and he holds the responsibility in class to follow the professional ethics of education in which the teacher is supposed to apply the same rules for every student and avoid favoritism. On the other hand the professional ethics state that the teacher should understand each student and contribute in the best way possible towards his learning and his encouragement. James gets in ethical dilemma as he knows that taking a decision in regard of one ethical standa rd will violate the other. If James gives Raoul detention, he will discourage him and led his morale down, and if he gives him an excuse it will violate the professional ethics that he has set for his classroom (Robinson, 2005). In the similar way, the situation can also be called as a moral situation in which the teacher is bound by the moral principles of class and he is in moral dilemma. James is a teacher of ninth grade, who are teenage students and understand the situations of the class very well. If James gives an exception to Raoul, it will violate the moral conduct of the class in which the teacher owes a moral responsibility towards every child equally. Since Raoul has disobeyed the moral conduct of the class, James should give him the same punishment that all the students get,

Foster Parents And Solution Focused Brief Therapy Social Work Essay

Foster Parents And Solution Focused Brief Therapy Social Work Essay Abstract Approximately sixty percent of children living in therapeutic foster care, enter the system with a diagnosis of moderate to severe mental health issues. These children, placed in therapeutic foster homes, can present disruptive behaviors. Maladaptive coping skills on the part of the child or stress inducing behaviors on the part of the caregiver can cause a crises leading to potential removal from the home. Solution focused brief therapy, could increase the quality of the relationship between foster parent and child. Foster children and parents can have a disparity between the perception of a situation and improper communication of opposing views may lead to crisis. Using tools and tenants of solution focused brief therapy could decrease placement disruptions. The purpose of this article is to identify common issues and challenges facing foster parents and children, and examples of interventions using solution based therapy. The strength-based interventions, coupled with the current evidenced-based training, will decrease placement disruptions, and increase the potential of successful transitions from foster care. The article will discuss current evidenced-based interventions, and solution focused therapy as an additional therapeutic approach. In this article, common issues and challenges facing foster parents and children are discussed; and strengths and limitations of implementing solution focused therapy techniques are explored. Keywords: Therapeutic Foster Care, Foster Parents, Foster Children, Solution Focused Brief Therapy, Training Foster Parents and Solution Focused Brief Therapy: An estimated 541,000 children in America live in the foster care system today (U.S. Department of Health and Human Services, 2010). Residential treatment facilities, psychiatric group homes, and foster/ kinship care comprise most of these out of home placements. Therapeutic Foster Care, (TFC) is an additional type of out of home placement and is a specialized service designed to serve children with special needs (Berika, 1999). These special needs range from emotional, cognitive, and physical/medical and can serve as a step down between a residential treatment center and foster care (Strijker, Oijen, Dickscheit, 2010). Each specific type of out of home placement offers differences in the goals and functions of foster care and therapeutic foster care are numerous. Maltreated children are placed in foster care primarily to receive protection, and stability. If the child exhibits the need for mental health or substance abuse therapy, the service is provided outside of the home (Farmer, Mustillo, Burns, Holden, 2008). Transitioning statement from fc 2 tfc (on the other hand ) Therapeutic foster care combines the structure of a residential treatment facility with the care and protection of the home environment. Fifty nine percent of children entering therapeutic foster care address serious levels of emotional behavioral issues; and need rehabilitation (Hochstadt, Jaudes, Zimo, Schacter, 1987). Therapeutic interventions take place within the home, with the goal of integrating newly acquired interpersonal skills into the home environment, which are necessary for future family reunification. Multiple reasons exist facilitating the need to place a child outside of the home for treatment. High-risk family factors include poverty, divorce within the immediate family, (Williams at all, 1990), biological parental mental illness, witnessing domestic violence, and prior incarcerations within the immediate family (Johnson, 1989). The inability or unwillingness of the primary caregiver to care for the child is additional reasons for biological parental rights termination (Pecora, White, Jackson, Wiggins, 2009). Alternatively, the child may have been removed from the home due to neglect or poor parenting. Substance abuse by the biological parents, or even the young person themselves, are additional factors in the decision to remove the child from the biological home. Thus, due to numerous reasons, the youth may have difficulty acclimating to new living situations. Children placed in therapeutic foster care tend to exhibit poor coping skills, low frustration tolerance, and externalizing disorders such as Oppositional Defiant Disorder, Conduct Disorder, Attention Deficit Hyperactivity Disorder (Fiegelman Harrington, 1993). The behaviors that accompany such externalizing disorders may cause foster parents to experience empathy fatigue (Lipscome, Moyers, Farmer, 2004). Empathy fatigue is a leading cause for which a foster parent decides to surrender the foster child (Parker, 2009). This is known as a placement disruption or the childs unscheduled removal from the foster home permanently. Numerous publications report findings, that placement disruption has a detrimental effect on foster children. The American Academy of Pediatrics reported placement disruption, Hinders the development and healing process of children (American Academy of pediatrics 2000). Placement disruption jeopardizes the opportunity for children to develop trusting and secure relationships with adults (Robertson, 1989). The act of separating a child from biological families induces feelings of rejection, guilt, abandonment, and shame, (Garland et al., 2000, Simm at el 2000) regardless of the reason. Multiple placements before the age of 14 are associated with higher rates of delinquency in youths. Recent studies show a relationship between foster child placement disruption and the increase of foster care alumni homelessness, incarceration, and victimization. (Courtney, Dworsky, Lee, Raap, 2009). According to the Midwest Evaluation of Adult Functioning of Former Foster Youth, Far too many foster youth are not acquiring the life skills or developing the interpersonal connections they need if they are to become productive young adults (Midwest Evaluation of Adult Functioning of Former Foster Youth, 2010). Foster parents are to provide a safe and nurturing home, which will instill interpersonal communication and effective life skills to youth. The establishment of the connection between the foster parent and the foster child needs is critical due to beliefs that foster parents would benefit from the use of solution focused based therapeutic techniques with the foster child as these techniques provide____________________________________. Multiple training programs have attempted to incorporate these skills within the juveniles daily routine (Price, Chamberlain, Landsverk, Reid, Leve, Laurent, 2008). LIST PREVIOUS MODLES Multidimensional Treatment Foster Care is a strengths-based intervention promoting child and adolescent resiliency in youth exposed to early adversity. Application of MTFC within a treatment foster care home employs a point and level privilege system. Multiple studies show the effectiveness of using a reward level program (Fisher Chamberlain Leve 2009). A second intervention model, which is a modified version of the multidimensional treatment foster care intervention designed for younger children is called keeping foster parents trained and supported (Price, Chamberlain, Landsverk Reid, 2009). Other models of worth mentioning. When a child faces the instability of placement disruption, they do not have a consistent environment where they feel safe to mature; instead, they must re-adapt the new living situation. We suggest following the tenants and techniques of solution focused brief therapy in addition to the aforementioned foster parent training will increase placement stability. Training the foster parents in solution focused therapy techniques we believe they will assist the youth in becoming solution oriented. This new set of skills taught to the child, by the foster parent has the potential to increase the foster childs quality of life by decreasing placement disruptions. Solution focused therapy lends itself well as an additional element training of foster parents. Through a question and answer conversation, it enables the foster parent to see the perspective of a given situation through the eyes of the child. Solution focused brief therapy is strengths-based and future oriented, while still validating the persons experience (Littrell, 2006). Major tenants of this theory are (a.) change is constant (b.) there is always an exception to the problem (c.) there are many ways of looking at a situation, all equally important (Bannink, 2006/2010). It brings small successes to the child or foster parents awareness, and assists them in becoming solution oriented. This article will discuss several solutions focused based therapy techniques with examples of their application. Scaling questions, including what identifies and increase or decrease of one point and the application will be discussed. Coping questions, which illuminates the caregivers and foster childs strengths, will be investigated. The use of language tool statements, such as You must have had a reason to, will be explored. The identification of the childs resources both internal and external will also be examined with examples illustrating the application. The implementation of solution-focused therapy to increase foster care placement stability has been used in residential therapeutic treatment facilities. In a recent study it was found during the first year of treatment, the youth were counseled using the techniques of Cognitive behavioral therapy. In the second year they were counseled using solution focused brief therapy. It was discovered, the number of disruptions from these youth decreased from mean equaling 6.29 (standard deviation equaling 3.6) to mean equals 1.45 (standard deviation .68), P In this article, we will discuss various emotional health rehabilitation needs of foster children referred to therapeutic foster care. A concise exploration of current evidence-based therapeutic foster parent training models highlighting their strengths and weaknesses will take place. The core tenants of solution focused brief therapy will be explored with the intent purpose of identifying specific interventions for use with this population. Furthermore, examples of the preferred intervention techniques of solution focused brief therapy will be provided. Finally, the strengths and limitations of using solution focused brief therapy with this population will be discussed with suggestions for further research. I. Socioeconomic ramifications of child maltreatment. Neglecting the therapeutic foster care populations has a debilitating effect on the economy. Homelessness (check tense and safe assign) In studies focused on homelessness in adulthood, placement in foster care in childhood or adolescence frequently emerges as a risk factor. {{57 Fowler,P.J. 2009;}} For example a study conducted by the Casey Institute showed within a two year period shows homelessness for foster alumni exceeded 12.%, which is the rate for a single episode of homelessness amid US adults. One fifth of the adolescents taking part in the study experienced chronic homelessness. {{86 Anonymous ;}} Homelessness in adolescence and young adulthood has been shown to be associated with elevated risks of a number of negative outcomes. {{57 Fowler,P.J. 2009;}} These services need to begin earlier, to be extended to all eligible children in foster care, and to remain available until former foster care youth have attained stability as young adults (Kushel et al., 2007; Pecora et al., 2006). Research findings indicate that services need to begin early when a family first arrives at a shelter or the child first enters foster care, particularly since early intervention for young children can reduce the magnitude of trauma and subsequent problems later in life {{80 Dozier M Higley E Albus, K Nutter A. (2002);}} Housing instability was related to emotional and behavioral problems, physical and sexual victimization, criminal conviction, and high school dropout. From this information Fowler concluded adolescents transitioning from foster care are at considerably higher risk of homelessness {{57 Fowler,P.J. 2009;}} A.1 Maltreatment leading to out of home placement Sixty four percent of cases involved in the child welfare system are due to parental neglect. Failure to attend to the childs physical, emotional, or educational needs may cause severe, long term psychological challenges. Domestic violence in the childs presence; familial substance use that interferes with parenting abilities, Physical abuse (16%), sexual abuse (9%), and psychological maltreatment (7%) are other reasons children are reported to child welfare.({{72 Leve, L.D. 2009;}} b. Needs of Those in Therapeutic Foster Care Characteristics of Those in Foster Care Social and Academic Health Children involved in the foster care system are at a higher risk of low academic performance and school failure. Children facing challenges, usually present with psychosocial problems at a substantially increased rate than the general population. These range from impulse control, to Attention deficit hyperactivity disorder, to conduct disorders which maturate during young adult hood and beyond. Children who fail to develop successful peer relations during school entry are at increased risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence {{91 Anonymous 2001;24 Egelund, Tine 2009;}} emotional and behavioral problems, exposure to physical and sexual abuse, adolescent pregnancy, incarceration and high school dropout. {{57 Fowler,P.J. 2009;}} A preponderance of children in the welfare system have been identified as experiencing cognitive delays as evidenced by the Denver Developmental Screening Test II {{91 Anonymous 2001;}}. This is the most widely used psychometric test utilized for this young population. Early behavior problems among children placed in foster care have predicted delinquency, substance use, and sexual behavior 6 years later {{62 Linares,L.O. 2006}} Medical and Physical health The gravity and extent of the health care problems facing abused and neglected children are truly alarming.   Specified underlying neurobiological systems are influenced by types of adversity witnessed by children in the system increase risk for negative outcomes. These include common childhood diagnosis are at uncommon levels such as ADHD, disruptive behavior, anxiety, and affective disorders.{{72 Leve,L.D. 2009}} Studies observed increased shifts in the hypothalamic-pituitary-adrenal HPA Axis, a hormone affected by cortisol imbalances. This hormone controls reactions to stress and has been discovered among children experiencing stress in foster care. Increased atypical diurnal cortisol levels{{74 Pears, K.C. 2008;}} are known to be higher especially among young female children who have experienced biological caregiver neglect {{70 Fisher,P.A. 2007;}}. Similar to the HPA axis studies, problems with executive functioning are more common in foster children than in the general population {{74 Pears, K.C. 2008;}}. However therapeutic interventions designed for foster children may positively affect the HPA axis activity as it has been noted decreasing stress decreases the levels of cortisol{{70 Fisher,P.A. 2007;}}. (More research needs done) Fisher Suggests interventions which decrease stress levels of younger juveniles in out of home placements may produce increased outcomes on the social cognitive level and increase the functioning of an neurobiological systems. {{95 Fisher,P.A. 2008;}}{{72 Leve,L.D. 2009}} d. REHABILITATION NEEDS OF CHILDREN IN FOSTER CARE: EVIDENCE-BASED INTERVENTIONS Evidence-based interventions were formed and assessed to supervise the psychological and physical welfare of children in foster care. Stress inducing behavior on the part of the parent can cause disruptive behavior in the foster child which leads to early termination from the home. Maladaptive coping skills of the child that havent been rectified affect the childs relationship with their caregiver and over time start to give negative connotations to authority figures. Implementing the interventions has shown a decrease in the need for extraneous mental and physical health care by increasing the probability of attaining placement stability. Interventions must target young people while they are still in foster care, before the age of 17 years, to ensure connection to services such as tuition assistance, employment training, and health insurance. {{57 Fowler,P.J. 2009;}} Models MTFC The MTFC model acknowledges and identifies the affect of emotional hardships on the physical and psychological missing word of the foster care population. It originated in 1983 in response to an Oregon State request for proposals from the juvenile justice system to develop community-based alternatives to incarceration for adolescent placements in residential/group care. (Leve,2009) This model gives an evidence based solution to strengthen the self-esteem of the foster children and teach them resiliency to improve behavioral problems. Additionally, consistent with research on resiliency, the model now incorporates key positive individual and interpersonal relationships, adaptive neurobiological functioning, and adaptive social behavior. (Leve, 2009) How it works The MTFC intervention teaches caregivers how to give positive mentoring, improve parental skills and the importance of consistency through training, supervision and the endorsement of a skills coach. MTFC was selected by the Office of Juvenile Justice and Delinquency Prevention (Elliott, 1998) as 1 of 10 evidence-based National Blueprints Programs; was selected as 1 of 9 National Exemplary Safe, Disciplined, and Drug-Free Schools model programs; was highlighted in 2 U.S. Surgeon General reports (U.S. Department of Health and Human Services, 2000a, 2000b) (Leve,2009) These reports recorded government savings, showed improvement of behavior in child, and helped stress level of caregiver. State Public Policy group reported a $32,915 cost savings in 2006 to taxpayers for each (Leve,2009) In order for the intervention to be effective, the foster child needs positive reinforcement, individual and family therapy, along with social skills and academic mentoring. The team The skills coach is conditioned to focus on beneficial skills and actions rather than past behaviors or problematic situations. The foster parents and program supervisor work together to carefully monitor youth adjustment in the classroom. (Leve,2009) Classroom observations and evaluations allow the caregiver to evaluate behavioral changes without excessive amounts of external influences in a neutral setting. These caregivers are taught to use the same incentives or point systems employed in the foster home to provide positive feedback and brief, non-emotional consequences for problem behavior. (Leve,2009)The consistency from one environment to another eases the transition process for the foster child. Positive outcomes, including the likelihood of achieving permanency ( this effect is particularly marked for children who have had multiple prior foster placement failures), childrens attachment to caregivers, foster-parent stress levels, older childrens delinquency and antisocial beha vior, participation in school and subsequent time incarcerated. (Fisher P.A. 2009)

Social Role of Women in Society

Introduction The social role which I feel that I occupy and that I am going to focus on in this essay is the one of a women in this society. I believe I have been socialized into this role for numerous reasons. Throughout this paper I will explain how I think I have been socialized into this role. Social Roles; There are a variety of social roles in our society. They have been established since the early years. It is the people within our society that establish and portray these roles in their everyday life. â€Å"Social roles are the part people play as members of a social group.With each social role you adopt, your behaviour changes to fit the expectations both you and others have of that role. † (McLeod, S. A. (2008). Social Roles. Retrieved from: [Accessed 21/10/2012] http://www. simplypsychology. org/social-roles. html I believe social roles are in place so that we as people know our place in society and with our roles in society come many opportunities but also many rule s and regulations. Whereas, other species on our land seem to be set in their ways and abide by them no matter what. If they dot the consequences are usually very extreme.As a woman I feel like I have been socialised into this tradition role for numerous reasons. To be honest I think my family and where I am from has had a major impact on how I have been drawn to this role. I am from a tradition country Irish family. There is my brother and I in my family. It really frustrates me in my life as there seems to be a different set of rules and obligations for my brother over me. Their seems to be so many societal expectations for women. As I have grown older things have become much clearer to me as why I have always been treated differently to my other sibling.When I was younger I thought maybe it was because of the four year age gap, but now I realise it is merely because I am a female and that is why some obligations are always ordered for me to do and not for my older sibling who is a male. â€Å"When we occupy a certain status in society, we have functions to serve† (Donohoe and Gaynor 1999) Social Roles as Constructed Not Natural I believe that my social role as a woman is socially created as it has been in place for many generations. Women since the early years have always been seen in a traditional way as been the house-wife and mother in the home.Even though I have just entered into my adult years I already feel the pressures of the role which is socially constructed for me. I am worried for myself that I will be discriminated in the workforce just because of my gender and also the fact that I am a young woman with the potential to have kids. â€Å"Even with the fact that women are now able to participate more in the public world and get paid employment, they still face inequality in the work place† (Gender Roles of the 21st Century. † 123HelpMe. com. 3 Oct 2012) This is a major concern of mine and it is not through my own fault that th ese restrictions may affect me; it is simply due to our society. I also think my role as a woman has been socially constructed as society wants us all to be in a set manner for order in our world and so a conflict does not occur. Socialization â€Å"Socialization refers to the way in which we absorb the rules of behaviour which are common in our society† (Abbott 1998:10) Socialization sets out how we should live in accord to our society and its expectations. (McDonald, Bernadette 2006) It is also the process of development of the human being in a social context.Human behaviour is learned primarily through the process of socialization which involves the transmission of culture by language and gesture and at the same time through the same interaction with others we learn about our ‘self’ and develop a sense of who we are and how to behave. Primary socialization; this happens in your childhood and is the ‘most intense period of cultural learning’ (Giddi ns 2001:26) this is the stage in our lives we begin to learn the basics such as acceptable behaviour and things like our native language. My primary agents of socialization were my parents and grandparents.Secondary socialization, this is the stage of socialization that occurs in the later stage of our lives when we are maturing in our lives. â€Å"At this stage children adapt to the wider world and learn to relate to a variety of people in a variety of different ways† (Bernadette McDonald, 2006. An Introduction to Sociology in Ireland, Dublin, Type IT) If we are part of a group we are influenced greatly by them such as; our family, peer group and the media. ‘Social interactions in these contexts help people learn the values, norms and beliefs which make up the patterns of their culture’ (Giddens 2001:28).I strongly think that I learned my social role as a woman in the secondary stage of socialisation. When I was playing hurling with the boys I was noticing that they treated me different just because I was a women, they would be afraid to tackle me even though I was just as tough as them. This was the first stage in my life where it really hit me that as I woman I was going to be treated much different in my society in comparison to my male counterparts. I have lived with my parents all of my life and they are very set in their ways. This has clearly impacted on me in my life also.It has made me see myself as different so other people, like I have a set of obligations as a women and if I do not perform them I seem to fail in my role as a women. According to Macionis and Plummer (2002) â€Å" The family also confers on children on a social position, that is, parents not only bring children into the physical world, they also pace them in society in terms of race, ethnicity, religion and class† From this I think what they are trying to say is that as your parents are responsible for giving you life you must abide by the values that they entrust onto you.Also another main element that I think was an agent to my socialization of a woman was my peer group and school. I went to an all girl’s school and we had a set way of doing stuff in school and also the fact my whole peer group was girls it took me awhile to get used to been able to deal with having men within my peer group. I believe people in mixed schools have a much better chance in life as they are more aware of how to deal with the mixture of genders. I believe that society is so strong that my role as a woman will never be abolished and we will always have set obligations in our life compared to our male counterparts.Constraining or Creative? There are many viewpoints in sociology in how we interpret social roles. Some people interpret roles and are very dominant in enforcing them and on the other hand others are more relaxed about enforcing society’s roles. On some occasions I challenge the social role I obtain, I try to change the way people view me through the actions I carry out. I sometimes try to be tough to others to show that I am not the typical women and that I go by my own rules. But then sometimes I end up giving up as after all usually if anyone tries to challenge society they usually fail and as a person I am not too fond of failing.I thought I could exercise the agency in my social role but it is not as easy I thought. Society is very tough but I hope through the power of knowledge as I grow older and further my studies I will be more confident to challenge society’s values and the agencies theories that are upheld. Conclusion On a whole there are so many reasons why I think I was socialized into my role as a woman in the society. My family and peer group had a great effect on me in my life values and the set of obligation that apply to me just as I am a woman.In the primary stage of my life I was brought into a traditional family which enforced the strong old values of how women were to work in the house. Then as I matured and grew older in my secondary stage of developed I began to be unhappy with my role as I seen how different my brother was treated. I started to challenge my role a lot but got greatly dishearted as the values and set forces in societies are almost irreversible and also when you go against the values of society you usually as the old proverb goes you get burned badly.Through the study of sociology it is making me believe in myself so much more and as I deepen my studies in it I feel it is giving me more self belief and confidence to stand up and argue against the role I was socialized into as a woman. Bibliography and Referencing Page McLeod, S. A. (2008). Social Roles. Retrieved from: [Accessed 21/10/2012] http://www. simplypsychology. org/social-roles. html Donohoe and Gaynor 1999 Gender Roles of the 21st Century. † 123HelpMe. com. 23 Oct 2012 Abbott 1998:10 Bernadette McDonald, 2006. An Introduction to Sociology in Ireland, Dublin, Type IT Macionis and Plummer 2002

Essay on Learning Can Be Fun - 1649 Words

I hear I forget, I see I remember, I do I understand.† These wise words said by Confucius himself may be one of the most fundamental tenants to education and learning there is. The concept that Confucius lays out in this quote is that students learn best by taking an active role in their learning. There is no point in telling students information they need to know, as it is usually just forgotten. At the same time, just visualizing a situation is not enough for some students; it is vital that hands on and interactive experience is incorporated into learning. The idea of â€Å"interactive learning† is commonly misinterpreted and undervalued, as it should be incorporated significantly into the day-to-day classroom activities of children of all†¦show more content†¦This misunderstanding is most likely due to misconceptions of the word â€Å"interactive†. For the purposes of this paper, interactive refers to an environment in which students feel safe to move about and take an active role in their learning. In fact, studies have shown that â€Å"the use of hand gestures seems to make it easier for children to link their developing mental representations to aspects of the environment, and to facilitate new insights during problem solving† (McLaren et al.). In order to test this theory, a class of 20 kindergarteners were observed in numerous different environments, some being classified as â€Å"interactive†, while some were classified as â€Å"standard†, or â€Å"normal classroom setting†. For the interactive environment, students were pulled in groups of five to a table, where they played a spelling game with each other, with the goal of learning and retaining all of the words that were used. As a control, the students were tested before the game was started, so that the academic progress could be adequately measured. For the â€Å"normal classroom setting†, all 20 kindergarteners were to sit on the floor as the teacher stood in front of them and taught them to spell the given words. After each environment was tested, a spelling quiz was given out to the students, to gauge how much of what was taught was retained. The results were astounding. There was a clear distinctionShow MoreRelatedVideo Games And Its Effects On Education Essay1665 Words   |  7 Pagesto give learning material to students in a way that they understand. Most students don’t care about their education because they think it’s boring and unnecessary. Students feel if the homework or lesson is too hard they won’t give it their best work. We should use video games as a new source of teaching. Students can benefit from video games because it’s a fun interactive way of learning, improves a student s thinking ability, and increases participation. 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